Graduate Skills Development
Discuss about the Knowledge Engineering and Applications.
The higher education in Australian system consists of the various private, independent and self governing public Universities that also includes the institutions that has an award for higher educational qualifications. The graduate attributes has received attention in the recent years that seeks the university to articulate and renew the various purposes. It may be claimed that with respect of the implementation in the attributes in the graduation there is a need for growing acceptance that will help in the proposition. It is considered the strongest evidence in their achievement for the explicit embedding in this assessment. In this report, the various needs for the business in order to make specific graduate attributes in the higher education system in Australia.
The development in the graduate skills is required on a specific provision that appeals help them to foster in the context of the disciplinary learning that has to go beyond the curriculum. Going beyond the curriculum mapping and embedding the design that has an implementation on the various effective teachings that includes the strategic learning. The learning will help in the promotion and enhancement in the attribution of the graduates. The recent researches have been reoriented with the direction of the various researches that will help in moving beyond the curriculum mapping and its embeddiment (Kraut, 2017). It can be argued that there is a level of more emphasis that will be placed on the level of the graduation that has eventually developed and the acquired through the role of the learning strategies and the teachings that might be used by the instructors. There is a need to hold the qualitatively different views that needs to be learnt in terms of the customer outcomes and their achievement.
The learner centered approach has been eventually located in various constructivist pedagogy that is considered as the best practices that is situated in the goals and the experience values of the students that needs to be at the center of the various learning process. As stated by Mulyana & Yuningsih, (2017), through enhancement of the various cognitive and the affective development for the different procedures of the reconstruction and the construction. Some stated that the graduate assessment skills have no clue about the different causes that needs to be the outcomes of being measured (Kurtz, Silverman & Draper, 2016).
The Australian University is one of those academic board statement that is based on the concerns of the graduate skills that demonstrates a varied and a wide range of capability and skills that needs to be articulated and embedded with the various courses of the business. With respect to the different assessments, there is a need to measure the different achievements of the students that has their learning skills attached to the attributes of the graduates that may affectively help in the teachings of the various leaning strategies (Neuner-Jehle, Grüninger & Schmid, 2016). There is a need for the normative framework that may reflect a shared rhetoric in the graduation skills that is clear from the reviews of the extant literature hat has been shared as the lack of the understanding of it. There is a need to include the various embediment of the enquiry-based approaches and their learning that has the structure of the effective learning.
Strategies and Activities for Enhancing the Development
The key practices of the embiddement on the graduate skills are based on the disciplinary curricula. There is a need for consistent identification in the research of the high level graduate skills that is mostly developed in the context of the knowledge of the disciplinary (Sabee, 2016). There is a need to be embedded within the disciplinary curricula that needs to be addressed rather than the separation of the various strategies that can be easily divorced from the context of the discipline. The report that is of the different academic staff protest that has almost need for the creation of the different academic results that has a wide range of the different ability that needs the separation with the workshops. This debate can be found in the extant literature that is based on the pertaining powers of the specific graduate skills that has a critical thinking along with the ethical practice as to whether such skills can be embedded in the course or not. Song & Lee, (2016) mentioned that the strategies ranged from the acknowledgement that is regarded as the token in the form of the course outline that requires the inclusion of the accessibility in various tasks. These tasks can be in various forms that is made in the inclusion of the various accessibility in the group assignments that has their oral presentations that needs to be taking a call for the skills of the different students (Winoto, Chen & Tang, 2016).
There is a need to implement the gap between the parties linked with the various conflicting and the divergent ways of the conceptualization, that is based on the skills that are alos found in the academic staffs. There is also a need to state the notion of the graduation that is a very weak one that is based on the conceptualization and the theoretical base. As per Harris et al.(2014), it can be stated that the research work highlights the various inherent difficulties that is based on the implementation of the various good practice models that can be used for the development of the skills. But Hagemeier et al. (2014) stated that there is a need to identify the various institutional, the individual, and the departmental barriers that disseminated the information regarding what constitutes the good practices that may not be sufficient in ensuring the meaningful development. There will be no evidence about the embedding and the integration skills and their development that has been difficult to operate effectively.
As per the problematic analysis it can be identified that it is the best practice that helps in the designing the promotion and the enhancement of the various graduate skills that is in general. In particular there are the four skills that needs to be captured in the achievement process in case of the students that will help in generalization of the results and the practices of the assignment. There are various identifiable principles that can be shown in the activity design that may be included in the contested ideas of the pedagogy of the students that may be active and experimental. In case of the problem based learning that has a reflection authentication and the collaboration that has no sign of the best in the practice (Chaharsoughi, Ahrari & Alikhah, 2014).
As per Chua & Chua (2017), it can be seen that there is a need for critical thinking that can be purposeful, self regulations on the judgment that helps in interpretation of the results that might have an inference and the evaluation. Divan & Mason (2016) argued that the reviews of the critical thinking and their essentiality in the sectors of the critical thinking review in the literature form that may be termed as the usage of the critical thinking. The definition also attempts to exclude the creative thinking to describe the reflective and the description in the reasonable rate that helps to focus on the task and the people with their beliefs also. The critical thinking as per some stated that there is a need to highlight the attributes of the different incremental process that has their cognitive competencies as well as their ability. Brown (2016) defined that the critical thinking is not based on the involvement of the evaluation of the information but on the various concepts, that includes their analysis, conceptualization and the synthesis (Zhang eta l. 2017).
Some of the researchers, academic staffs, and the high educational industry and the institutions that helps in the agreement in the critical thoughts that has the instruction that needs to be stated in terms of the societal consequences and the various learning of the individuals. Often it is stated that the critical thinking is based on the correct assessments of the statements (Abdullah et al., 2016). Later a modified definition is based on the reasonable effectiveness of the reflective thinking that is based on the corrections there is a need to elaborate on the various general statements that needs to be decided what to be believed and what not to. The critical thinking of the teachings is based on the different involvements of the perspectives that is based on the involvement of the students and their ability and their skills that is based on the pedagogic goal that needs to be transformed in the training period (Zentner, 2016).
The framework is designed in the form of the promotional activities that is situated in the co operative theory of learning and the pedagogy. Zhang et al., (2017) stated that the co operative learning is the instructor that needs to be carried as a careful structure as a part of the learning experience that needs to be made on the specific decisions that is relatable to the goals of the assignment that has the structure and the size and the structure of the group . A note must be made on the different co operative and the collaborative learning that highlights the notion of the collaboration that is the underpinned one by the approach of the construction that needs to be learnt and should have a reflection (Divan & Mason, 2016). There is a need to build the knowledge that has a co operative of the various ideas that needs to be shared but both the notions do not imply the attainment of the goals (Abdullah et al. 2016).
Assumptions are made that is based on the unanimous consent of the various literature of the teamwork that has to be embedded in the curriculum that has to have a capability and competence power to also co operate with the various settings of the group (Chaharsoughi, Ahrari & Alikhah, 2014). The assignments of the students are based on specially addressing the various developments of the team that has their goals that is unclear and has a management in the various inequalities and the conflicts.
In this report, the literature review has been explained that is based on the various needs of the business that can be considered as a specific graduate attribute in the higher education system of Australia. The various aspects of the higher education system have been mentioned that might affect the needs of the candidates in the business of their long term.
Abdullah, H., Alalyani, M., Andrade, M., & Thomas, A. (2016). Effectiveness of an interactive workshop on communication skill.
Brown, C. E., Back, A. L., Ford, D. W., Kross, E. K., Downey, L., Shannon, S. E., ... & Engelberg, R. A. (2016). Self-Assessment Scores Improve After Simulation-Based Palliative Care Communication Skill Workshops. American Journal of Hospice and Palliative Medicine®, 1049909116681972.
Chaharsoughi, N. T., Ahrari, S., & Alikhah, S. (2014). Comparison the effect of teaching of SBAR technique with role play and lecturing on communication skill of nurses. Journal of caring sciences, 3(2), 141.
Chua, Y. P., & Chua, Y. P. (2017). Do computer-mediated communication skill, knowledge and motivation mediate the relationships between personality traits and attitude toward Facebook?. Computers in Human Behavior, 70, 51-59.
Divan, A., & Mason, S. (2016). A programme-wide training framework to facilitate scientific communication skills development amongst biological sciences Masters students. Journal of Further and Higher Education, 40(4), 543-567.
Hagemeier, N. E., Hess Jr, R., Hagen, K. S., & Sorah, E. L. (2014). Impact of an interprofessional communication course on nursing, medical, and pharmacy students’ communication skill self-efficacy beliefs. American journal of pharmaceutical education, 78(10), 186.
Harris, D., Bellew, C., Asmar, A., Cendan, J., Gonzalez, L., & Johnson, T. (2014). The effect of student-observer-led or faculty-led debriefing on learning teamwork and communication skill during high fidelity patient simulation scenarios (719.2). The FASEB Journal, 28(1 Supplement), 719-2.
Kraut, R. E. (2017). Rosenthal: Skill in Nonverbal Communication: Individual Differences. Studies in Visual Communication, 7(1), 81-83.
Kurtz, S., Silverman, J., & Draper, J. (2016). Teaching and learning communication skills in medicine. CRC press.
Mulyana, D., & Yuningsih, A. (2017). Communication Pattern and Skill of Leaders in Private University Management. Mimbar: Jurnal Sosial dan Pembangunan, 33(1), 166-173.
Neuner-Jehle, S., Grüninger, U., & Schmid, M. (2016). Efficacy of a communication skill training fostering health promotion in primary care: a mixed method analysis. J Community Med Health Educ, 6(2), 1000413.
Sabee, C. M. (2016). Interpersonal Communication Skill/Competence. The International Encyclopedia of Interpersonal Communication Management.
Song, H. J., & Lee, S. M. (2016). The effects of hospital nurses' self-esteem and communication skill on self-leadership and the quality of nursing service. Journal of Korean Academy of Nursing Administration, 22(3), 220-229.
Winoto, P., Chen, C. G., & Tang, T. Y. (2016, September). The development of a Kinect-based online socio-meter for users with social and communication skill impairments: A computational sensing approach. In Knowledge Engineering and Applications (ICKEA), IEEE International Conference on (pp. 139-143). IEEE.
Zentner, A. (2016). Communication Skill Development: An Antecedent to Leadership Effectiveness.
Zhang, Q., Huang, H. H., Kimura, S., Okada, S., Hayashi, Y., Takase, Y., ... & Kuwabara, K. (2017, July). Toward a Supporting System of Communication Skill: The Influence of Functional Roles of Participants in Group Discussion. In International Conference on Social Computing and Social Media (pp. 178-188). Springer, Cham.
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